Teachers and other providers of early care and education (ECE) are key to successful academic and social outcomes for young children. What makes the difference between effective early educators and those who are not as effective? Dr. Robert C. Pianta discusses how teaching credentials do not necessarily reflect early childhood classroom competencies and asserts that the field should move from accepting academic degrees as evidence of classroom effectiveness to valid assessments of demonstrated practice and knowledge. He references several “real-time, ongoing, practice-focused supports” that can serve as promising models for the future.
Publication Date: June 23, 2008
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